001

Table of Contents
 
Title Page
Copyright Page
Dedication
 
Table of Figures
List of Tables
PREFACE
Audience
Content
Features
References
THE EDITORS AND CONTRIBUTORS
Introduction
 
PART I - HISTORY, DEVELOPMENT, AND ORGANIZATION
CHAPTER 1 - HISTORY AND DEVELOPMENT OF PUBLIC HEALTH
 
What Is Public Health?
History of Public Health
Hallmarks of Public Health
Core Public Health Disciplines
Public Health Ethics
Summary
Key Terms
Review Questions
References
 
CHAPTER 2 - MODERN PUBLIC HEALTH SYSTEMS
 
Public Health’s Three Core Functions
Understanding Population
The Social-Ecological Model as a Framework for Prevention
Three Levels of Prevention
The U.S. Public Health System
Public Health Systems Globally
Summary
Key Terms
Review Questions
References
 
PART II - ANALYTIC TOOLS AND METHODS
CHAPTER 3 - DATA FOR PUBLIC HEALTH
 
How Do We Decide What to Include in Surveillance?
Universal Surveillance Systems and Activities
Survey Data
Registries
Reporting Systems
Summary
Key Terms
Review Questions
References
 
CHAPTER 4 - EPIDEMIOLOGY INTRODUCTION AND BASIC CONCEPTS
 
What Is Epidemiology?
History of Epidemiology
Types of Epidemiology
Basic Epidemiological Measures
Assessing and Interpreting Data
Epidemiology in Public Health
Summary
Key Terms
Review Questions
References
 
CHAPTER 5 - STUDY DESIGN
 
Observational Studies
Experimental Studies
Causal Inference
Summary
Key Terms
Review Questions
References
 
CHAPTER 6 - BIOSTATISTICS
 
Two Case Studies
Biases in Collecting and Analyzing Epidemiological Data
Basic Descriptive Statistical Methods
Basic Biostatistical Concepts
Using Regression Analysis to Adjust for Confounding
Revisiting the Two Case Studies
Summary
Key Terms
Review Questions
References
 
CHAPTER 7 - PHARMACOEPIDEMIOLOGY
 
What Is Pharmacoepidemiology?
History of Pharmacoepidemiology
Drug Approval and Safety Systems
Core Areas of Discovery in Pharmacoepidemiology
Methodological Challenges in Pharmacoepidemiology
Summary
Key Terms
Review Questions
References
 
CHAPTER 8 - INFECTIOUS DISEASE EPIDEMIOLOGY
 
History of Infectious Disease Epidemiology
Infectious Disease Epidemiology Methods
Vaccines and Vaccine-Preventable Diseases
Disease Eradication
Emerging and Reemerging Infectious Diseases
Summary
Key Terms
Review Questions
References
 
CHAPTER 9 - ENVIRONMENTAL PUBLIC HEALTH
 
Environmental Public Health: History and Progression
Preventing Infectious Diseases of Environmental Origin
Chronic Diseases and Environmental Health
Preventing Adverse Chemical Exposure
Preventing Excess Radiation Exposure
Summary
Key Terms
Review Questions
References
 
CHAPTER 10 - RISK AND EXPOSURE ASSESSMENT
 
Risk Assessment and Precautionary Principle
Definition of Risk
Components of a Risk Assessment
Hazard Identification
Dose-Response Assessment
Exposure Assessment
Risk Characterization
Risk Management
Risk Communication
Summary
Resources
Key Terms
Review Questions
References
 
PART III - BEHAVIOR AND HEALTH
CHAPTER 11 - SOCIAL AND BEHAVIORAL SCIENCES IN PUBLIC HEALTH
 
Setting the Stage: Hookah Smoking as a Public Health Issue
Social and Behavioral Science in Public Health
Roots of Social and Behavioral Science in Public Health
Using a Social-Ecological Framework to Understand Health Factors
Using Social and Behavioral Theories to Inform Public Health Research and Practice
Community-Level Models
Societal Level Strategies
Managing Multiple Theories
Summary
Key Terms
Review Questions
References
 
CHAPTER 12 - QUALITATIVE DATA AND RESEARCH METHODS IN PUBLIC HEALTH
 
What Is Qualitative Research?
What Are Qualitative Data?
Qualitative Traditions in Public Health
Visual Research Methods as Emerging Qualitative Research Strategies
Evaluating Qualitative Research
Summary
Key Terms
Review Questions
References
 
CHAPTER 13 - TUBERCULOSIS
 
Microbiology, Disease Types, Diagnosis, and Treatment
Epidemiology
Prevention and Control
Current Public Health Challenges to Control Tuberculosis
The Future of Tuberculosis
Summary
Key Terms
Review Questions
References
 
PART IV - HEALTH SERVICES AND SOCIAL DETERMINANTS
CHAPTER 14 - HEALTH POLICY AND THE U.S. HEALTH CARE SYSTEM
 
U.S. Health Care System
Health Policy and the Regulatory Process
Future Direction of the U.S. Health Care System
Key Terms
Review Questions
References
 
CHAPTER 15 - HEALTH SERVICES RESEARCH
 
Health Services Research
Access to Health Care
Quality of Health Care
Cost of Health Care
Information Technology
Summary
Key Terms
Review Questions
References
 
CHAPTER 16 - HEALTH DISPARITIES
 
What Are Health Disparities?
Measuring Health Disparities
Examples of Health Disparities
Social Determinants of Health Disparities
Actions to Address Health Disparities
Summary
Key Terms
Review Questions
References
 
PART V - FORECASTING PUBLIC HEALTH
CHAPTER 17 - FUTURE OF PUBLIC HEALTH
 
Can We Plan for the Future?
How Can We Think About the Future of Public Health?
Being Ready to Meet the Future: What Do We Need?
Being Ready to Meet the Future: Public Health Workforce
Being Ready to Meet the Future: Educated Citizens
Summary
Key Terms
Review Questions
References
 
GLOSSARY
INDEX

Table of Figures
 
FIGURE 1.1 Timeline of Major Developmentsin Public Health History
FIGURE 1.2 Core public health disciplines
FIGURE 2.1 Public Health Core Functions andTen Essential Services
FIGURE 2.2 Levels of Influence
FIGURE 2.3 Multiple Determinants of Health
FIGURE 3.1 Prevalence of Disability Among Women AgeSixteen to Sixty-four by County in Florida
FIGURE 3.2 Example of a Death Certificate, Orville Wright
FIGURE 3.3 A United States Standard Death Certificate
FIGURE 3.4 Lung Cancer Epidemic in the UnitedStates 1975-2006
FIGURE 3.5 Percentage of infants born preterm or low birthweight, United States 1990-2004
FIGURE 3.6 Prevalence of Adults Classified as Heavy Drinkers inthe United States, by State
FIGURE 3.7 The Youth Risk Behavior Survey, 1991-2007
FIGURE 4.1 Prevalence of Obesity (BMI ≥30) in the United States in1990, 2000, and 2008. Behavioral Risk Factor Surveillance System
FIGURE 4.2 Prevalence of Obesity (BMI ≥30) in the United Statesby Race and Ethnicity, 2006-2008. Behavioral Risk FactorSurveillance System
FIGURE 4.3 Infant Mortality Rate (death in the first year of life)per 1,000 Live Births for the United States, 1995-2005, by Raceand Ethnicity
FIGURE 4.4 Infant Mortality Rate (death in the first year of life)per 1,000 Live Births for the United States, 2000-2006
FIGURE 4.5 Crude and Age-adjusted Death Rates: United States,1960-2005
FIGURE 4.6 John Snow’s Cholera Mortality Map from an 1848Outbreak in London
FIGURE 5.1 Major Types of Study Designs within Epidemiology
FIGURE 5.2 Prevalence of Spina Bifida and Anencephaly at Birthin the United States from 1995 to 2005 and Phases of Folic AcidFortification of the Grain Supply
FIGURE 5.3 Generic Cross-sectional Study Design Showingthe Various Points in Exposure or Disease Process at whichIndividuals May Be Surveyed
FIGURE 5.4 Generic Scheme of Cohort Study Design in which AllParticipants Are Free of the Outcome at the Beginning of the Study
FIGURE 5.5 Generic Scheme of a Case-control Study Design inwhich Participants with and without the Outcome are Identified(cases and controls, respectively)
FIGURE 6.1 Histograms of Baseline CD4 Count in the Non-Zidovudine Group (Top) and in the Zidovudine Group (Bottom)
FIGURE 7.1 The Food and Drug Administration (FDA) DrugDevelopment Process
FIGURE 7.2 Causal or Not Causal Relationships in Confounding
FIGURE 8.1 Koch’s Postulates
FIGURE 8.2 Diagram of the Chain of Infection
FIGURE 8.3 Epidemic Curves Illustrating a Point Source Outbreak,a Common Source Outbreak, and a Propagated Outbreak
FIGURE 8.4 Cases of Polio before and after Introductionof the Inactivated and Live Oral Polio Vaccines,United States 1950-2007
FIGURE 8.5 Smallpox Pustules on a Child
FIGURE 8.6 Artist’s Depiction of Edward Jenner Inoculating JamesPhipps with Cowpox Virus Isolated from Sarah Nelmes’s Hand
FIGURE 8.7 Ali Maow Maalin, the Last Person to HaveNaturally Acquired Smallpox
FIGURE 8.8 A Child Receiving Oral Polio Vaccination
FIGURE 8.9 Dracunculiasis Life Cycle
FIGURE 9.1 Relationship Between Host, Environment, andInteraction in Infectious Disease
FIGURE 9.3 Estimated Rate of Emergency Department Visitswith Asthma as the First Diagnosis by Age and Year
FIGURE 9.4 Estimated Rate of Hospital Dischargeswith Asthma as the First Diagnosis by Age and Year
FIGURE 9.5 Universal Symbol of Radiation Warning
FIGURE 9.6 The Comparative Strength of Three Forms of IonizingRadiation: Alpha Particles, Beta Particles, and Gamma Rays
FIGURE 10.1 Components of Risk Assessment Considered in TheirPhysical and Social Context
FIGURE 10.2 A Simplified Schematic of the Mechanisms of UrinaryExcretion and Oxidative Metabolism of Toxicants
FIGURE 10.3 The Typical S-Shaped Curve Produced by AnimalStudies for Non-Cancer Effects
FIGURE 10.4 Typical Results of an Animal Study for Cancer Effects
FIGURE 10.5 Exposure Is Defined as the Product of Concentrationand Time at Any Given Instant
FIGURE 11.1 The Health Belief Model
FIGURE 11.2 The Theory of Planned Behavior
FIGURE 11.3 The Stages of Change Model
FIGURE 11.4 Social Networks Are a Web of Social Relationships
Figure 13.1 Chest X-Ray Showing Tuberculosis Infection
Figure 13.2 Estimated Incidence of Tuberculosis by Country, 2007
Figure 14.1 The Growth in Health Expenditures in the United States
Figure 14.2 Managed Care Versus Conventional Insurance inEmployer-Sponsored Health Plans, United States 1988-2008
FIGURE 15.1 Model of Access to Personal Health Care Services
FIGURE 15.2 Total Rates of Reimbursement for NoncapitatedMedicare per Enrollee
FIGURE 16.1 Age-Adjusted Mortality Rates Due to BreastCancer Among Women in the United States byRace/Ethnicity, 1975-2005
FIGURE 16.2 Age-Adjusted Prevalence Trends for High BloodPressure in Adults 20 Years of Age or Older in the United Statesby Race/Ethnicity, Sex, and Survey (NHANES: 1988 to 1994,1999 to 2004, and 2005 to 2006)
FIGURE 16.3 Prevalence of Obesity (Body Mass Index ≥30 kg/m)Among Adolescents in the United States by Ethnicity, UsingNational Longitudinal Survey of Adolescent Health, 1994-1996 Data
FIGURE 16.4 Relationship Between Access to Care andUse of Preventive Care and Chronic DiseaseManagement Services

List of Tables
 
Table 1.1 Number of Deaths and Crude Mortality Rate for LeadingCauses of Death in the United States in 1900
Table 1.2 Number of Deaths and Crude Mortality Rate for LeadingCauses of Death in the United States in 2000
Table 2.1 The Three Levels of Prevention
Table 3.1 Examples of Information Available from U.S. StandardBirth Certificates
Table 4.1 Number of Deaths and Crude and Age-adjustedMortality Rates in the United States in 1980 and 2005
Table 4.2 Alcohol Consumption and Lung Cancer DiagnosisAmong 1,000 Men Age 65 and Older
Table 4.3 Alcohol Consumption and Cigarette Smoking StatusAmong 1,000 Men Age 65 and Older
Table 5.1 Generic 2 × 2 Table for AnalyzingEpidemiological Study Data
Table 5.2 Two-by-two Tables with Data and Relative Risk (RR)Calculations for a Hypothetical Cohort Study Investigatingwhether Wearing a Seat Belt During a Crash (exposure) IsAssociated With Traumatic Brain Injury (TBI; outcome)
Table 5.3 Number of Malignant Extrathyroid Tumors AmongIndividuals Irradiated for Enlarged Thymus During Infancy andTheir Nonirradiated Siblings, Rochester Radiation Cohorts
Table 5.4 Number of Malignant Extrathyroid Tumors andPerson-years at Risk for Individuals Irradiated for EnlargedThymus During Infancy and Their Nonirradiated Siblings,Rochester Radiation Cohorts
Table 5.5 Exposure Data for Male Controls in a Case-control Studyof Artificial Sweetener Use and Urinary Tract Cancer,Detroit, Michigan, 1978
Table 5.6 Generic Example of a 2 × 2 Table and Formula forOdds Ratio (OR)
Table 5.7 Hypothetical Case-control Study of MaternalIllicit Drug Use and Birth Defects Showing the Effect ofDifferential Misclassification Caused by Recall Bias on theOdds Ratio (OR) Estimate
Table 5.8 Necessary Sample Sizes for a Given Effect SizeMeasuring the Relationship between Hypothetical ContaminantX and Spina Bifida Using Various Study Designs*
Table 5.9 Criteria for Assessing Causal Inference in ObservationalEpidemiological Studies
Table 5.10 Risk of Benign Thyroid Adenomas (Tumors) After X-rayIrradiation for Enlarged Thymus Gland at Birth
Table 6.1 Descriptive Statistics for the TOHP Follow-up Study
Table 6.2 Analytic 2 × 2 Table for TOHP Follow-up Study
Table 6.3 Sensitivity Analysis in Terms of Descriptive Statistics forthe TOHP Follow-up Study
Table 7.1 Case-control Study Results Comparing the Riskfor Myocardial Infarction or Sudden Cardiac Deathin Patients Exposed to Rofecoxib or Ibuprofento Remote Use of Pain Medications
Table 9.1 Examples of Environmental Exposure andAdverse Health Effects
Table 9.2 Examples of MCLs for Selected Contaminants on theNational Primary Drinking Water Regulations (NPDWR) List
Table 11.1 Social-Ecological Levels and Their Targets of Change,Focus of Change, and Strategies
Table 11.2 Ten Strategies Used to Change Behavior
Table 11.3 The Stages of Change: Definitions and Strategies
Table 11.4 Stages of Communications Campaign Development,Implementation, and Evaluation
Table 14.1 Key Elements of Medicare and Medicaid
Table 14.2 Competing Interests in the Health Policy Process
Table 15.1 Selected Access Measures from Healthy People 2010
Table 15.2 Institute of Medicine (IOM) Priority Research Areas
Table 15.3 Health Information Technology (HIT) Applications
Table 17.1 Millennium Project: Where Is HumanityWinning and Losing?

001

To my husband.
EMA
 
To my husband, mom, and dad.
EDB

PREFACE
PUBLIC HEALTH is all around us. It is in the air we breathe, the water we drink, the homes we live in, and the behaviors in which we engage. It includes our health care systems and the agencies and services that protect our health and environment. Public health is a vital yet often overlooked component of modern life; most of us do not think about it as part of our daily lives. It may only receive public attention when a crisis occurs or when the public health system falters or fails. It may become an important personal focus when we need a specialized service, when we don’t have access to a private clinic, or when we face a neighborhood environmental concern. Public health encompasses a broad range of activities and functions, but among its most important are promoting and preserving the health of populations through prevention. Prevention has several meanings or levels, as we discuss in the ensuing chapters, giving public health a breadth of purview uncommon to many disciplines. To address this breadth, the field of public health includes professionals from many backgrounds, including not only medicine and health professions but also sociology, microbiology, engineering, planning and development, marketing, and others. Public health even includes nonprofessionals; the entire public is part of the field because public health’s activities and its funding are largely determined by the will and the needs of the people. This focus on populations and on the public is reflected in the cover photo for this textbook.

Audience

In recent years, multiple public health- and education-related organizations have highlighted the need to create an educated citizen as part of general undergraduate training. In 2003, the Institute of Medicine called for the educated citizen to have a basic grounding in public health and for all undergraduate students to have access to a public health education[1]. The Association of American Colleges and Universities (AAC&U) began The Educated Citizen and Public Health initiative to help integrate public health into the liberal arts education programs offered at colleges and universities across the United States[2]. Partly as a result of this movement, undergraduate public health courses are becoming more common throughout the United States and elsewhere. This book is designed to meet the needs of undergraduate instructors teaching introductory public health courses, including upper-division undergraduate courses.
This book is designed to be flexible and accommodate a variety of introductory public health courses. For a course targeting freshman or sophomore students, an instructor may choose to cover only the basics of each discipline, leaving aside the more in-depth chapters on study design, qualitative methods, and risk assessment, for example. Likewise, instructors could choose to cover the material in a different sequence than that presented here, using section headings as guides for similar content areas. The book is laid out in such a way that it follows the ten essential public health services[3], but other configurations would work equally well.

Content

In this book, we outline the history of public health, tracing the field from its roots in sanitation to its early endeavors to assure a basic level of education and services to all people. We then explore its more modern effort at quantifying health and intervening to improve the health of disadvantaged groups. Today, public health often is divided into five core disciplines: epidemiology, biostatistics, environmental health, social and behavioral sciences, and health policy and management. We have a chapter devoted to each of these broad subspecialties and also delve deeper into how public health is structured. We discuss quantitative and qualitative study designs, including a special look at pharmacoepidemiology, infectious diseases and tuberculosis, and risk management and communication. We end with a projection of where public health is likely to go in the rest of the twenty-first century as we face new challenges and continue to address ancient issues.

Features

Learning Objectives Each chapter begins with a set of learning objectives to help students organize the material.
Introduction Following the learning objectives, each chapter provides an overview of the content to prepare students for the information to come and to link it to previous chapters.
Public Health Connections Throughout the text, more detailed explanations and case studies content of interest appear in text boxes. These features not only link to the chapter’s content but also connect students to the practicality of the field of public health.
Summary A summary closes each chapter, providing a recap for students and emphasizing key content and themes.
Key Terms An indexed list of key terms is available in each chapter to bring students’ attention to important concepts introduced and also to assist them in locating these topics within the text.
Review Questions Each chapter’s review questions encourage students to apply new concepts to practical applications or to recall specific details of a model or concept.
References Resources used to construct each chapter are cited at the end of each chapter and provide a valuable link to both students and instructors looking for more information on a topic.
Glossary Brief definitions of all key terms used in the text are included as an appendix to facilitate students’ learning.
An overall goal of the textbook is to encourage the development of practical interpretation and problem-solving skills. In everyday life we must make decisions about what behaviors to engage in, what substances we are willing to ingest or inhale, and how to apply statistics and data about the relationship between various exposures and health outcomes. This book provides a framework through which to consider these decisions as well as a basic toolkit for synthesizing information and delivering it to others.

References

1. Institute of Medicine. Who Will Keep the Public Healthy? Washington, D.C.: National Academies Press; 2003.
2. Association of American Colleges and Universities (AAC&U). The Educated Citizen and Public Health initiative Web page. Available at: www.aacu.org/public_health/index.cfm. Accessed March 10, 2010.
3. Public Health in America. Mission statement. Available at: www.health.gov/phfunctions/public.htm. Accessed March 10, 2010.

THE EDITORS AND CONTRIBUTORS
Elena M. Andresen, PhD, is a professor in the Department of Epidemiology and Biostatistics at the University of Florida’s College of Public Heath and Health Professions. Dr. Andresen received her PhD in epidemiology from the University of Washington, Seattle. She also trained in health services research and was a pre-doctoral Health Services Research and Development fellow at the Seattle VA Medical Center. Dr. Andresen has taught Introduction to Public Health and Public Health Concepts together with Erin DeFries Bouldin, MPH, to undergraduates at the University of Florida since 2006. In addition, she has many years of graduate teaching experience, including epidemiology methods courses and disability epidemiology courses, both in the United States and abroad. Her training and research interests include chronic disease epidemiology among older adults, disability epidemiology, and outcomes research in rehabilitation and disability.
 
Erin DeFries Bouldin, MPH, is a lecturer in the Department of Epidemiology and Biostatistics at the University of Florida’s College of Public Heath and Health Professions. She received her MPH in epidemiology from the University of Florida, Gainesville. Ms. Bouldin has taught Introduction to Public Health and Public Health Concepts together with Elena Andresen, PhD, to undergraduates at the University of Florida since 2006. Ms. Bouldin’s training and research interests include nutrition and maternal and child health, and her current work focuses on the health impacts of caregiving and improving the health and quality of life of Floridians with disabilities through the Florida Office on Disability and Health.
 
David Ashkin, MD, is the medical director and co-principal investigator of the Southeastern National Tuberculosis Center (SNTC), medical executive director at the A.G. Holley TB Hospital in Lantana, Florida, and Florida State TB health officer for the Florida Department of Health.
 
Alan Becker, PhD, MPH, is an assistant professor of environmental and occupational health at Florida A&M University, College of Pharmacy and Pharmaceutical Sciences, Institute of Public Health.
 
Lori Bilello, MBA, MHS, is a doctoral student in the Department of Health Services Research, Management and Policy at the University of Florida’s College of Public Health and Health Professions.
 
Babette A. Brumback, PhD, is an associate professor in the Department of Epidemiology and Biostatistics at the University of Florida’s College of Public Health and Health Professions.
 
Lisa R. Chacko, MPH, is a medical student in the School of Medicine at the University of Pennsylvania.
 
Sara A. Chacko, MPH, is a doctoral candidate in the Department of Epidemiology at the University of California Los Angeles.
 
Lisa Conti, DVM, MPH, DACVPM, CEHP, is the director of the Division of Environmental Health at the Florida Department of Health.
 
Barbara A. Curbow, PhD, is professor and chair of the Department of Behavioral Science and Community Health at the University of Florida’s College of Public Health and Health Professions.
 
Amy B. Dailey, PhD, MPH, is an assistant professor in the Department of Epidemiology and Biostatistics at the University of Florida’s College of Public Health and Health Professions.
 
Kendra Goff, PhD, is a toxicologist in the Division of Environmental Health at the Florida Department of Health.
 
Allyson G. Hall, PhD, MBA/MHS, is an associate professor in the Department of Health Services Research, Management and Policy at the University of Florida’s College of Public Health and Health Professions.
 
Stephanie L. Hanson, PhD, ABPP (Rp), is the executive associate dean of the College of Public Health and Health Professions at the University of Florida.
 
Vito Ilacqua, PhD, is a research assistant professor in the Department of Environmental and Global Health at the University of Florida’s College of Public Health and Health Professions.
 
JoAnne Julien, MD, is the deputy TB health officer for the Florida Department of Health, medical consultant for the Southeastern National Tuberculosis Center, and an adjunct assistant professor in the Division of Pulmonary, Critical Care and Sleep Medicine at the University of Florida.
 
Greg Kearney, DrPH, MPH, RS, is an epidemiologist in the National Center for Environmental Health at the Centers for Disease Control and Prevention.
 
Michael Lauzardo, MD, MSc, is the director of the Southeastern National Tuberculosis Center, deputy TB health officer for the Florida Department of Health, and chief of the Division of Mycobacteriology at the University of Florida.
 
Ellen D. S. López, MPH, PhD, is an assistant professor in the Department of Psychology and the Center for Alaska Native Health Research at the University of Alaska Fairbanks.
 
Cindy Prins, PhD, MPH, CIC, is an infection control practitioner at Shands Hospital at the University of Florida.
 
Sharleen Simpson, PhD, ARNP, is an associate professor in the Department of Women’s, Children’s, and Family Nursing at the University of Florida’s College of Nursing.
 
Sandra Whitehead, MPA, is an environmental health planner in the Division of Environmental Health at the Florida Department of Health.
 
Almut G. Winterstein, PhD, is an associate professor and director FDA/ CDER Graduate Training Program in the Department of Pharmaceutical Outcomes and Policy at the University of Florida’s College of Pharmacy.
 
Mary Ellen Young, PhD, CRC/R, is a clinical associate professor in the Department of Behavioral Science and Community Health at the University of Florida’s College of Public Health and Health Professions.

INTRODUCTION
PUBLIC HEALTH became a college discipline at the University of Florida in 2003 under the direction of the dean of the College of Public Health and Health Professions, Dr. Robert (Bob) Frank. The college was established in 1958 as the College of Health Related Services and included occupational therapy, physical therapy, and medical technology. Today, the mission of the College of Public Health and Health Professions is to preserve, promote, and improve the health and well-being of populations, communities, and individuals. It is a unique environment in which faculty and students work across a variety of levels of prevention and research, from preventing hearing loss to improving function after a spinal cord injury and from basic science research to population level interventions. The college has a number of graduate programs, including a master of public health degree, and a large bachelor of health science degree program. To raise awareness about the new discipline in the college, Dean Frank suggested that an undergraduate level public health course be implemented and offered to both the bachelor of health science students and other undergraduates across campus. We were excited by this proposal and agreed to teach Introduction to Public Health (PHC2100) to a group of thirty students in the fall of 2006.
In the summer of 2008, Andy Pasternack, senior editor at Jossey-Bass, contacted us. He had seen our course syllabus for Introduction to Public Health and wondered if we were interested in writing a textbook for the course. By that time, we had reworked the class to be an upper-level undergraduate course called Public Health Concepts (PHC4101). We had not, however, found a textbook that suited the course and were excited at the idea of crafting our own. We could not have imagined the journey on which we were embarking, but we are grateful to Andy for his vision and his request. We hope this textbook will serve the needs of many other undergraduate public health instructors who, like us, have found it challenging to identify a single textbook that covers the basics of public health, including methodology and topics of current interest. Our Public Health Concepts course is now required for all bachelor of health science students in our college, and the yearly enrollment in the class is nearly three hundred students. This book is the result of the assistance of many of our colleagues, some of whom have visited our course over the years and contributed their expertise to make the class, and now this book, a success. This book’s production would not have been possible without the support, direction, and keen editorial skills of Seth Schwartz, Sandra Kiselica, Gary Kliewer, and Jane Loftus. We are also grateful to Robert E. Aronson, University of North Carolina at Greensboro; Yaw A. Nsiah, Eastern Connecticut State University; and Ashley C. Wells, University of Georgia, who served as reviewers for many of the chapters in this book.
Elena Andresen
Erin DeFries Bouldin

PART I
HISTORY, DEVELOPMENT, AND ORGANIZATION

CHAPTER 1
HISTORY AND DEVELOPMENT OF PUBLIC HEALTH
Erin D. Bouldin, MPH
LEARNING OBJECTIVES
• Define health and public health.
• Describe major historical milestones in the development of public health and identify major figures such as John Graunt, John Snow, and Lemuel Shattuck.
• Compare and contrast endemic, epidemic, and pandemic diseases.
• Identify and describe the three hallmarks of public health: philosophy of social justice, focus on prevention, and focus on populations.
• List and distinguish the five core public health disciplines.
• Understand ethics and be aware of situations in public health in which ethical concerns arise.
Public health is all around us. It is the air we breathe, the water we drink, the places we work. Public health is a broad discipline, encompassing professionals from various backgrounds: anthropology, sociology, economics, health behavior, biology, and statistics, to name a few. Perhaps because of its amorphous and expansive nature, public health is not well understood by the American public[1]. Although its functions touch our everyday lives, public health is not always identified as the source of the benefits it provides. In the absence of large-scale national or global health threats, the public may become complacent about the need for sustaining public health activities, even though it is a field that is always working to improve lives and health.
In this chapter, we will describe public health, beginning with a definition of health. We will discuss public health’s mission and its core functions, which will provide a foundation for the rest of this book. We will trace public health’s development over the centuries, identifying some of the major historical figures who advanced the field. We will also cover three hallmarks of public health: a philosophy of social justice, a focus on populations, and a focus on prevention. Finally, we will introduce you to some ethical considerations in public health.

What Is Public Health?

So what is public health? Let us first consider what we mean by health. The World Health Organization (WHO)[2] defines health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity.” This holistic view of health, incorporating body, mind, and community, is one consistent with the concept of public health, and it will be used as the definition of health in this text. Public health has been defined in different ways. In 1920, Charles Edward Amory Winslow said it is “the science and art of preventing disease, prolonging life, and promoting health and efficiency through organized community effort … to ensure everyone a standard of living adequate for the maintenance of health … .”[3, p. 10] In 1958, Geoffrey Vickers said public health consists of “successive re-defining of the unacceptable”[3, p. 10]. Both of these definitions highlight the role played by members of the community in improving health and in defining what is socially and publicly acceptable. Thus public health seeks to improve or maintain the health of a population, but does so according to the values and norms of its people.
The mission of public health is to “[fulfill] society’s interest in assuring conditions in which people can be healthy”[4]. This mission comprises two areas that are vital to an understanding of public health. The first is fulfilling society’s interest. As mentioned, public health is very much concerned with the needs and demands of the public. Much of the financing for public health activities comes from the federal government, and activities funded with public dollars are subject to input from the citizenry. This responsiveness to the will of the public also means public health is a fluid discipline. Although it has core functions and hallmarks, the purview and activities of public health change over time. The second part of this mission statement, assuring conditions in which people can be healthy, highlights the supportive role public health plays in the health of the populace. Public health does not necessarily provide medical care to individuals but rather assures conditions that support health. For example, smoking bans in restaurants and food-labeling requirements are public health efforts to prevent harmful exposures and to provide information to the public in order to promote healthful choices. This aspect of public health is one of the cornerstones of the field, namely that public health embraces a social-ecological model of health. This model essentially holds that health is not a result of individual factors alone but is also a result of external factors, such as those produced by family members, peers, and society as a whole. The social-ecological model will be described in more detail in later chapters of this text. One other cornerstone of public health not directly addressed in this mission statement is the focus on prevention. A complete definition of prevention, including a discussion of its three levels, appears in the next chapter.

History of Public Health

To fully understand the field of public health, it is helpful to understand how it became a discipline. For thousands of years, populations have been concerned with sanitation, housing, the provision of safe, clean food and water, and the control and treatment of disease. Public health evolved to address these concerns. These issues continue to be important today, along with the many new topics constantly added to the field. Although it was not always identified as a separate discipline, we can see examples of public health concerns in the earliest civilizations. Figure 1.1 shows some of the major historical events in the development of public health over the centuries.

Ancient Greece and Rome

The great writers, philosophers, and physicians of ancient Greece tell us of the beginnings of public health. In “Airs, Waters and Places,” Hippocrates, the esteemed Greek physician, discussed the relationship between one’s environment and health. He considered climate, soil, water, nutrition, and lifestyle to be important predictors of health outcomes[5]. In addition, he distinguished between endemic and epidemic diseases. Endemic diseases are those that occur at an expected rate in a population and epidemic diseases are those that occur at a rate higher than expected. These terms will be further defined and their importance to public health discussed in Chapter 4.
FIGURE 1.1 Timeline of Major Developments
in Public Health History
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The Romans continued the medical inquiries of the Greeks and formalized public health administration systems[6]. The Romans constructed vast water supply and sanitation systems and established government positions dedicated to overseeing these systems. They also created offices to oversee the food supply at markets and to assess the public bathhouses. In addition, the Romans established perhaps the earliest example of a medical care system. Some physicians were associated with wealthy families, and others worked in what we would today call private practice offices. The government, however, paid other physicians to supply free medical care to citizens who could not afford to pay for it. Hospitals, including military hospitals and charity hospitals, were also created by the Romans[6]. Nonetheless, early advances in public health did not benefit all citizens equally. Slaves and citizens living in poverty often did not have access to clean water or sanitary living conditions, and Roman writers noted higher rates of disease among these lower classes of citizens. These health disparities , differences in the rate or severity of health outcomes between two groups of people, continue to be a focus of public health work today. Chapter 16 is devoted to describing modern health disparities.

Middle Ages

The Middle Ages began and ended with pandemics of bubonic plague: the Plague of Justinian in 543 and the Black Death in 1348. A pandemic is an epidemic, or unexpectedly large disease outbreak, that impacts the entire globe. The etiology, or cause, of bubonic plague was not understood during the Middle Ages, but poor living conditions were known to contribute to frequent epidemics. Today, we know bubonic plague is caused by infection with Yersinia pestis, a bacterium transmitted from rats to humans by the fleas that bite both. In the Middle Ages, overcrowded cities with unreliable municipal sanitation systems and close proximity of animals and humans allowed rat populations to flourish and bubonic plague to spread rapidly. Near the end of the Middle Ages, around 1200, European cities began passing laws to improve public health and combat epidemics. These measures included the establishment of slaughter-houses and the regulation of livestock possession[6]. Both of these improvements decreased the chances of passing disease between people and their animals. The regulation of food at public markets improved during the Middle Ages as well, with specific guidelines for the length of time specific food products could be sold and dedicated areas for waste disposal. These regulations prevented foodborne illnesses associated with eating rotten or outdated food and also prevented pests, including rats, from scavenging near the markets[6].
The long-standing practice of isolating people with leprosy was extended to those with the plague during the Middle Ages. Isolation is the separation from healthy individuals those people who are actively ill or who exhibit symptoms of illness. At the same time, in Venice ships entering the port were segregated to prevent the introduction of new diseases. This practice led to the term quarantine , which comes from the Italian quarantenaria, meaning forty days[6]. Quarantine is the separation of people who are not ill or symptomatic but who have been exposed to an illness.

Renaissance

The Renaissance (late 1300s to early 1600s) brought great strides in scientific discovery, laying the groundwork for advances in public health. During the Renaissance, two theories on the origin of epidemics prevailed. The first, taken from Hippocrates, held that environmental factors dictated the potential for outbreaks and that an individual’s susceptibility determined whether he or she would fall ill. The opposing theory of contagion, championed by Giolamo Fracastoro (1478-1533), evolved into our present understanding of infection. Fracastoro believed microscopic agents were responsible for disease and that these agents could be transmitted by direct contact, through the air, or by intermediate fomites (inanimate objects such as doorknobs or drinking glasses that harbor infectious disease). He and his contemporaries did not imagine these infectious agents to be alive, however. It was not until Anton von Leeuwenhock (1632-1723) observed the first microscopic organisms that people believed this to be possible. Despite earlier conjecture by some leading scientists, the germ theory of disease did not truly take hold until the late nineteenth century[6].
As mercantilism and the conquest for wealth and power swept Europe from the sixteenth to eighteenth centuries, public health progress was part of each nation’s interest. The necessity to quantify people and their health became clear. William Petty (1623-1687) coined the term political arithmetic and advocated the collection of data on income, education, and health conditions. (Gottfried Achenwall introduced the term statistics to replace political arithmetic in 1749.) It was John Graunt (1620-1674), however, who published one of the first statistical analyses of a population’s health, noting associations between demographic variables and disease. Graunt also produced the first calculations of life expectancy. It was during this time that people began to recognize the need for state-supported programs to prevent premature (early) death[6]. Chapter 3 takes up the topic of modern data (information) systems, and Chapter 6 discusses modern biostatistics in more detail.

Enlightenment

As France led the world into the Age of Enlightenment in the eighteenth century, public health began in earnest. A humanitarian spirit and the desire for equality led to a social understanding of health. Infant mortality (death during the first year of life) was high on the list of concerns and disparities. The public health movement involved concerned citizens lobbying their governments to regulate alcohol and to provide for the safe conditions and fair treatment of all infants and children, regardless of their social standing[6]. Simultaneously, health education became popular, in line with the Enlightenment tenets of universal education and information dissemination. Despite earlier interest in the relationship of environment, social factors, and disease, it was in this era that health surveys were first employed[6]. Occupational health received attention as well, and the health of members of the armed services, especially sailors, and of metal workers and miners received attention. Rosen lists the various occupational ailments described during this time, including “dermatoses of shoemakers and metal workers, grocer’s itch, eczema of washerwoman, and baker’s itch”[6, p. 118]. John Howard (1726-1790) exposed the appalling conditions in which English prisoners lived, rousing public outcry that led to improved conditions. Mental illness, which carried a severe stigma and generally led to institutionalization, began to be viewed as a public health problem, especially after physicians demonstrated that a stable, nurturing environment produced better treatment results among the “insane” than restraints and physical punishment. Variolation (deliberate infection with smallpox), a common practice originating in China and spreading through the East over the centuries, became popular in the West in the 1700s. Although somewhat effective at preventing a serious case of disease, the practice of exposing susceptible people to smallpox could also induce severe forms of the disease and contributed to epidemics. In 1798, Edward Jenner (1749-1823) used naturally acquired and fairly benign cowpox to inoculate against smallpox. Within three years, more than one hundred thousand people were vaccinated in England alone. As early as 1800, publications heralded the impending eradication of smallpox, an event that would be officially achieved in 1980[6].

Industrial Revolution and Victorian Era

As the Industrial Revolution (between 1700 and 1900) spread from England through Europe and eventually to the United States, the health of workers quickly deteriorated, and calls for improved public health measures followed. The industrialization process widened gaps in income, causing the number of individuals receiving financial assistance from local governments to increase beyond capacity. In 1834, Edwin Chadwick (1800-1890) led the development of England’s Poor Law Amendment Act, which withdrew government support from the able-bodied poor in an effort to encourage self-sufficiency. The only assistance offered was placement in workhouses. The administration of this system occurred at the national level, with a hierarchy of regional and local boards below. This market system mobilized the workforce, leading to a significant social change. Factories appeared, and the population moved toward industrial centers, creating crowded urban areas and work conditions ripe for the spread of disease. Little city planning occurred as builders rushed to provide enough housing for the influx of workers. Meanwhile, the wealthy, who could afford to travel, moved to suburban or rural areas vacated by the masses. Sanitation systems and public parks were not planned in most cities. Few toilets were available to city dwellers, and there was no infrastructure for garbage removal or sewage systems. In 1833, the passage of the Factory Act dealt with working conditions and the poor living conditions of those workers it sought to protect. Throughout the 1830s and 1840s, legislation regulating mines, factories, and child labor passed in England and Europe[6].
During an 1848 cholera (an acute diarrheal illness) outbreak in London, John Snow (1813-1858), often deemed the father of epidemiology, identified a particular public water pump as the likely source of the epidemic. Again, in 1854, he mapped reported cholera deaths during an outbreak and associated the clusters with a water supply company that drew its supply downstream from London on the Thames River, where we now know that the water was more contaminated by sewage (see the map in Chapter 4, Figure 4.6). Snow hypothesized cholera transmission was possible via water. In addition, he is generally credited with ending the 1848 outbreak by breaking the handle off the Broad Street Pump, although some historians believe the epidemic had already begun to recede by this point. It would be several decades, however, before his hypothesis was proven correct. Nonetheless, his disease investigations and the epidemiological methods he employed generated knowledge that could prevent disease without knowing the causative agent[6].
Disease outbreaks were associated with the poorest, dirtiest parts of cities, but quickly began to affect all social classes. Chadwick understood the poverty- disease cycle and sought statistics to quantify the relationship. Surveys on sanitary conditions resulted in the Report on and Inquiry into the Sanitary Condition of the Laboring Population of Great Britain in 1842. The report became a standard for epidemiological investigation and community health action and formed the basis for sanitary reform[6]. Chadwick linked disease and the environment and called for city engineers, rather than physicians, to wage the war on disease outbreaks. The General Board of Health, created by the Public Health Act of 1848, was an attempt at organized government responsibility for the health of its citizens. Although disbanded after a few years, the board laid the groundwork for public health as we now know it. The explosion of vital statistics (birth and death records) and survey data collection during this period prompted the publication of several data-based health reports during the mid-1850s[6]. There were no standards for analysis, however, and few authors employed the same methods, citing the inapplicability of mathematics to health. Adolphe Quetelet (1796- 1874) began the work necessary to remedy the perceived incompatibility and published a compendium of practical applications of mathematics in health, today called biostatistics.
In the United States, Lemuel Shattuck (1793-1859) produced Report on the Sanitary Condition of Massachusetts in 1850, calling for the establishment of state and local boards of health, increased attention to vital statistics collection, and improved health education. In 1866, the New York Metropolitan Health Bill created the Metropolitan Board of Health, and it reorganized four years later into what is today the New York City Health Department. This board was the foundation for the U.S. public health system[6]. In 1869, Massachusetts used Shattuck’s recommendations to create the first effective state health department. Around the same time, efforts to create a national board of health failed[6]. In 1878, the authority for port quarantine was bestowed upon the surgeon general of Marine Hospital Services. As the responsibilities of the Marine Hospital Service expanded in the late nineteenth and early twentieth centuries to include infectious disease investigation, immigrant screening at Ellis Island, vital statistics collection, and the dissemination of knowledge through its journal Public Health Reports, the agency’s name was changed first to the Public Health and Marine Hospital Service (1902) and ultimately to the United States Public Health Service (PHS; 1912)[7].
During the nineteenth century, two theories relating to communicable (contagious or infectious) disease prevailed. The first was the miasma theory, which held that disease was due to a particular state of the air or environment. The second theory was that a specific contagion was responsible for each disease. In fact, many people believed some combination of the two was the real explanation: some contagious agent, whether disease specific or not, in combination with social or environmental factors, produced disease[6]. By the end of the century, the germ theory of disease had been firmly established by Koch, Pasteur, and many others. From 1880 to 1898, the causative agents for a multitude of diseases, from malaria to tuberculosis and plague to typhoid were identified. Antiseptics became popular in medical care, which resulted in a marked decrease in morbiditymortality[6]